A college English instructor made an informal comparison of rewriting habits of students in a freshman composition course and two advanced composition courses. Notes kept on student rewriting focused on this central question: given peer and instructor response to their papers and a choice as to what and how to rewrite, what will students decide to change, and how effective will these changes be? Observing three levels of student work, the instructor drew several tentative conclusions, based on a continuum of relatively inexperienced to relatively advanced writing students. First, the more advanced the students, the more valuable rewriting may be, because inexperienced writers work more with surface errors while advanced writers are more aware of content and organization. Second, the more advanced the students, the more appropriate it is to have them rework their "better" papers. Teachers will need to sharpen their skills in suggesting significant improvements for papers already deserving an "A." Third, to encourage students to do that which they find difficult yet rewarding, the more advanced the students, the more revision of sentence structure should be emphasized. Finally, the more advanced the students, the more important peer evaluation is. Criticism of content is valued more if it comes from the instructor, while comments on style are valued more if they come from fellow students. (HTH)